Igor DE PAULA, University of Sao Paulo, Brazil
Sonia CASTELLAR, University of Sao Paulo, Brazil
Developing geographical reasoning is a process in which maps and other types of spatial representation are an essential and inseparable element of Geography knowledge. Using maps students can analyze and correlate geographic information, understanding location systems, distribution, spatial patterns and relations between phenomena, technical objects and their own lifes. This survey concerns presenting the epistemological power of geographical reasoning. It requires teachers awareness about their roles on students development. For this, starting from the concept of geographical situation, we brought together spatial concepts, spatial representations and cognitive processes, the three components of spatial thinking, and geography categories and principles for the purpose to create the five fields of knowledge of geographical reasoning. Aiming to validate this theoretical-methodological background, a case study reveals how these concepts and categories were arranged in a Geography learning pathway with 116 14–16 year-old students to determine whether it is possible to combine them to formulate learning pathways, as well as to confirm the different levels of complexity needed to interpret the geographical information starting from geographical situations. The results contribute to the understanding of the need to strengthen ties between geography, cartography and spatial thinking, in particular for future research on Geography education. We are convinced that is crucial to know how to use geography scientific vocabulary in its logical manners, through inquiry based learning, among others, relating local and global contexts.
Mots clés : Geography Situation|Geographical Reasoning|Spatial Thinking|Learning|Cartography and Knowledge
A104719SC